Philosophiae Doctor - PhD / This thesis turns to Martin Heidegger to develop an interpretive framework to answer the question that has increasingly been thrust to the fore of 21st century society: what is the nature of the relationship between technology and society? And related to this central question is the matter of how society and social being is altered by technology and its modalities of vision? The basic argument that has been advanced to address this question revolves around the fact that in as much as we use technology as a means to serve practical ends, it displaces certain tasks and functions, which would otherwise be necessary, and thus truncates or reduces the scope of social practices in our everyday social routines. However, it does not simply end there as we illustrate that social practices encompass, to varying degrees, a different range and scope of social relationships which are instantiated in their wake. Considered together we found that these relations constitute a nexus of social connections, which we take up as the quality of sociality. The implications for our argument that sociabilities and sociality converge to produce an understanding of social being means that any technological encroachments which displace our social practices and social connectives alters our understanding of social being and thus how we understand ourselves, the world and others. We take up this theme of the displacement of our social being, sociality and sociabilities by considering two outcomes that modern technology seems to open up: equipmentality and curiosity.Firstly, as regards equipmentality we have noted that it connect us to our sociality and sociabilities and thus inures our understanding of social being, however, by contrast Heidegger finds in (idle) curiosity a second outcome that dooms us to the dystopian fate of nihilism. There is thus no fait accompli as regards modern technology’s nihilistic tendencies. This does not mean that we can be complacent about our future. But it does mean, on a positive note, that we human beings do have a responsibility to recognize technology’s efficacious ontological dimension for disclosing our being and the world.By contrast, on the negative task, our responsibility does extend to resisting modern technology’s nihilistic ontological wasteland, which does not admit objects, things or for that matter human beings, but only the flattened insubstantial being of resources as standing reserve for the technological system, bereft of sociality, humanity and an understanding of social be-ing.

This personal narrative autoethnography of my lived experiences as a middle-school service-learning course teacher has helped me solve a personal mystery and present an important perspective for the K-12 service-learning field. With an eye on revealing a unique service-learning classroom concept to educational leaders, enhancing middle level teacher education, and hopes of providing greater opportunities for advancing research on service learning in K-12 education, this study has also aided me in understanding my professional self and my subjective educational theory through a personal interpretive framework (Kelchtermans, 1993, 1999, 2009). Using autoethnography (Ellis, 2004; Ellis & Bochner, 2006) as a method to explore my own experiences as a middle school service-learning teacher and the perceptions of critical friends— colleagues, family members, and friends—who have been significant in my experiences, I am able to present an evocative personal narrative on what it means to be a service-learning teacher. Overarching findings from this study reveal that a middle grades service-learning teacher is a self-authored individual (Baxter Magolda, 1999, 2009; Kegan, 1994) who is committed to community-engaged education (Dewey, 1900, 1933), possesses a strong “I must” (Noddings, 2002b, p. 20) perspective on relational care, and are for development in servant leadership (Greenleaf, 1977; Sergiovanni, 1992; Bowman, 2005)

Parents play an integral role in the support of early learning. This study focuses on parent support of learning in an international reception class in Copenhagen, Denmark. This study includes a literature review of parent support of early learning and school facilitation of parent involvement in early learning. A qualitative investigation of parental support of early learning, within the context of global mobility and multi-culturalism, was undertaken in Rygaards School, in particular in its Reception Class. It was established that very little support exists on a global, social and local level, for the globally mobile families whose children attend this particular international school. Furthermore, the school itself does not fully meet the needs of its globally mobile families. Based on the findings of this study, recommendations for introducing comprehensive parent involvement were proposed, amongst others the introduction of an Induction Programme for newcomers to Rygaards, strategies for compensating for the absence of a middle management amongst its teaching staff and the extension of parent participation in curriculum provision. / Educational Studies / M.Ed.

Parents play an integral role in the support of early learning. This study focuses on parent support of learning in an international reception class in Copenhagen, Denmark. This study includes a literature review of parent support of early learning and school facilitation of parent involvement in early learning. A qualitative investigation of parental support of early learning, within the context of global mobility and multi-culturalism, was undertaken in Rygaards School, in particular in its Reception Class. It was established that very little support exists on a global, social and local level, for the globally mobile families whose children attend this particular international school. Furthermore, the school itself does not fully meet the needs of its globally mobile families. Based on the findings of this study, recommendations for introducing comprehensive parent involvement were proposed, amongst others the introduction of an Induction Programme for newcomers to Rygaards, strategies for compensating for the absence of a middle management amongst its teaching staff and the extension of parent participation in curriculum provision. / Educational Studies / M.Ed.